few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Standard options: 
A. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
B. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
C. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)


Thought: This problem solves a real-world problem involving mixing ingredients for cookies. A student doing this problem would need to reason about equivalent ratios of butter amounts to sugar amounts.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000972

6
options: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)

Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
problem_activity: Activity
In this activity, students practice making connections between different representations of the same situation. If desired, they can also identify and create any missing representations (this would require removing some cards from the sets you distribute). The practice will be helpful when students make connections between verbal and tabular representations in the associated Algebra 1 lesson. A matching task gives students opportunities to analyze representations, statements, and structures closely and make connections (MP7).
Launch
Arrange students in groups of 2. Distribute 1 set of slips from the blackline master to each group. (A complete set if students will only do the matching. A set that is missing a few cards if you would like for students to create some representations.)
Student Facing
Your teacher will give you a set of cards. Each card has either a verbal description, a table, or a graph. Find the three cards that represent the same situation. If one of the three representations for a situation is missing, use the blank cards to create that representation.
Student Response
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Activity Synthesis
Select groups to share their matches and how they determined which verbal descriptions, tables, and graphs were a match. Look for groups that created different representations for the missing ones. Attend to the language that students use to describe their matching representations, giving them opportunities to describe them more precisely.


correct_option_index: 2